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Enhancing the School Success of Boys of Color Grades PreK-3

Enhancing the School Success of Boys of Color Grades PreK-3. Train-the-Trainer Summer Institute Lansing Public Schools July 20, 2011 Dorinda J. Carter Andrews, Ed.D. Agenda. Module 5 Activities Discuss Chapters 10 and 11 from Minds of Boys BREAK Module 5 Activities (continued)

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Enhancing the School Success of Boys of Color Grades PreK-3

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  1. Enhancing the School Success of Boys of Color Grades PreK-3 Train-the-Trainer Summer Institute Lansing Public Schools July 20, 2011 Dorinda J. Carter Andrews, Ed.D.

  2. Agenda • Module 5 Activities • Discuss Chapters 10 and 11 from Minds of Boys • BREAK • Module 5 Activities (continued) • Teach Like a Champion – Chapter 2 (Planning that Ensures Academic Achievement) • Reflection and Practice • Teach Like a Champion – Chapter 4 (Engaging Students in Your Lessons) text

  3. Module 5 Using Instructional Approaches that Motivate and Engage Boys of Color

  4. Causes of Undermotivation for Boys • The boy’s brain itself • The school system • Family dynamics • Environmental social stressors (e.g., poverty, peer pressure, violence, etc.) • Lack of positive “male motivators”

  5. Gifted Underachieving Boys • Many students go unnoticed as high-ability non-achievers. The nonachievement and undermotivation usually stems from: • Low academic self-esteem • Negative attitudes towards teachers • Low motivation and self-regulation skills • Negative attitude toward school • Negative attitude toward course offerings • Low goal-setting/self-evaluation skills

  6. What Teachers Can Do Ten Effective Strategies for Motivating Boys (of Color): • Formally check in with boys of color daily • Target BOC for in-class activities by using specific strategies to engage them in topics of interest • Sit them near the front of the class • Modify teaching methods to include less verbal instruction and more hands-on activities while letting nonverbal-, non-writing-type students do more work on the computer than you might otherwise allow

  7. What Teachers Can Do • Let boys move around physically while they are reading, writing, learning, and even using the computer • Give boys soft objects to squeeze in their hands constantly so that they can keep their brains stimulated physically and thus avoid the rest state. • Design school and/or class schedule to fit the student brain.

  8. What Teachers Can Do • Make physical education a priority for student motivation – especially for underperforming males • Provide smaller schools and classroom sizes when possible; it helps motivate boys. • Provide all undermotivated boys with a mentor

  9. Brainstorming/Strategies In your building teams, use 15 minutes to identify strategies at the classroom level and building level for identifying and addressing the needs of undermotivated/underperforming boys of color

  10. Planning that Ensures Academic Achievement Teach Like a Champion Techniques • #6 – Begin with the End • #7 – 4 M’s • #8 – Post It • #9 – Shortest Path • #10 – Double Plan • #11 – Draw the Map

  11. Planning that Ensures Academic Achievement • Golden Nuggets/Insights • Consider as a learning objective: “As adults my children will . . . (Begin with the End) • Double Plan technique: knowing what you will say as well as what the child will learn and do is critical • Begin with the end in mind • Connections to Stephen Covey’s ideas • Teachers need to really know what the standards mean for today’s lesson • Post-It requires the visual reminders. This is very important

  12. Reflection and Practice • Activity 5.1 • In building teams, choose one of the questions (1-4) on pp. 69-70 in Teach Like a Champion, and work as a group to answer it. • Task Time: 25 minutes • Report Out to follow

  13. Engaging Students in Your Lessons Teach Like a Champion techniques • #22 – Cold Call • #23 – Call and Response • #24 – Pepper • #25 – Wait Time • #26 – Everybody Writes • #27 - Vegas

  14. Engaging Students in Your Lessons • Golden Nuggets/Insights • With Cold Call, there must be a classroom culture where kids feel safe; similar to Socratic method • Stay positive! Scaffold! • Cold Call/Pepper: allows for involving more students in the conversation/engaging more students • Call & Response: movement and music can be used with this strategy

  15. Reflection and Practice • In small groups, answer questions 1 and 5 on p. 144 in Teach Like a Champion. • Task Time: 15 minutes • Report Out to follow

  16. What Stuck? • An ‘Aha’ moment • A pleasant surprise • Something that you had to struggle with to understand • Something that you don’t agree with • Something that you agree with strongly • Something you thought was particularly interesting • Something you didn’t expect • An insight or solution • Something you want to know more about/A question that you have

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